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Ecological and Evolutionary Characteristics of New England's Buzz Pollinated Flora
Full text linkPollination syndromes are sets of floral characteristics that have
evolved to attract specific pollinator groups for successful reproduction. Buzz
pollination is a specialized form of vibratile dehiscence whereby a pollinator
must produce a vibration to expel pollen from the anther. This is thought to
occur in approximately 6% of angiosperms as an evolutionary adaptation to
economize pollen, and we now know it occurs in approximately 3% of New
England species. Unlike other pollination syndromes (e.g., moth,
hummingbird, etc.) buzz pollinated species possess a relatively broad range of
perianth morphologies. Buzz pollination has been studied in tropical and
laboratory settings, but community-level studies are few and the breadth of
morphological and ecological variation in New England is poorly understood.
With my research, I tested the hypothesis that buzz pollinated species have a
broad geographic distribution across New England habitats (as opposed to
being restricted to one of a few special habitats) and that differences in
phenology serve to reduce competition for pollinators. Second, I tested
whether there are groups of plant species with similar floral morphologies
associated with specific foraging behavior.
We used online databases, published literature, and herbarium
specimens to determine the number of buzz pollinated species in New
England. Spatial analyses of georeferenced herbarium records were used to
construct a species distribution model and annotated iNaturalist observations
were summarized to determine species’ phenologies. We used linear
regression, multiple factor analysis, and analysis of variance to better
understand the relationships between anther morphology and several other
floral and environmental characteristics. Additionally, we recorded buzz
pollination frequency, amplitude, and duration for a small subset of plant
species in the field to determine whether buzzing characteristics were
associated with specific floral forms.
We find that 89 species of buzz pollinated plants occur throughout
almost every habitat in New England (though primarily in anthropogenic
habitats), that divergence in flowering times occurs in some (not all) habitats,
and that peak flowering time for buzz pollinated species occurs during the
months of June and July. We find a close relationship between anther length and specific perianth morphologies, and a negative correlation between pore
diameter and anther length. We also find significant differences in buzzing
characteristics among several species. Because buzz pollinated plant species
occur in a wide variety of habitats and range from common to rare, basic
knowledge on how bees are interacting with these species in New England will
foster a greater understanding of community interactions and consequences of
disturbances like habitat fragmentation and type conversion. Future research
on plant phenology and how differences in flowering times relate to the
selective pressures acting on plant-pollinator resources will provide insight on
the evolutionary trajectory of this syndrome
Toward a Common Understanding of CBE Implementation
Full text linkNew Hampshire public high schools are required to implement competency-based
education (CBE) models; however, no comprehensive research describes the CBE models
implemented across the state. Knowledge of implementation is a necessary precursor to
determining the impact of CBE on student outcomes. The purpose of this quantitative study
was to describe the extent New Hampshire’s public educational leaders have integrated the
five essential CBE characteristics in the CBE models implemented at their high schools.
Data were collected via a quantitative instrument distributed to New Hampshire public high
school and district administrators. Data were analyzed using descriptive and inferential
algorithms. Results indicated that a majority of participants agreed that their CBE model
included explicitly stated and measured outcomes, varied and authentic assessments,
timely interventions, and a focus on learner mindsets. New Hampshire public high school
CBE models have yet to fully implement flexible student advancement. Teacher values and
beliefs was the most significant local force impacting the implementation of each of the
five CBE characteristics
What Surveys Alone Cannot Tell: Responses of Asian American University Students to Campus Climate Findings
Full text linkAN ABSTRACT OF THE DISSERTATION OF
Cory Michael Davis for the degree of Doctor of Education in Higher Education.
Presented on March 18, 2022
Title: What Surveys Alone Cannot Tell: Responses of Asian American University
Students to Campus Climate Findings.
Abstract approved:
Dr. Kathleen Norris, Dissertation Committee Chair
This qualitative research describes the responses of nine Asian American students at a
public, research university, in the Northeastern United States, to the results of a recent
campus climate survey. The results show that sense of belonging is an important factor in
the retention and persistence of Asian American students and suggest that while
university programs and initiatives brought students together and created powerful social
and educational bonds, these students found the student body neither welcoming nor
inclusive. These findings indicate the need for increased understanding and addressing of
issues faced by Asian American college students, as well as for institutional leaders to
foster campus communities that promote and support the success of all college students
Examining Teacher Preparedness, Training, and Self-Efficacy to Teach Refugee Students
Full text linkAn abstract of the dissertation of Ginelle Johnson for the degree of Doctor of Education
in Leadership, Learning, and Community
Presented on July 28, 2022
Title: Examining Teacher Preparedness, Training, and Self-Efficacy to Teach
Refugee Students
Abstract Approved:
Name: Marcel Lebrun
Dissertation Committee Chair
The purpose of this study was to determine if teachers feel prepared or have had
training to teach refugee students in New Hampshire high schools. Refugee students
continue to enter schools with complex needs that can affect their overall success in
schools. Through a quantitative study, the relationship between preparedness, training
and a teacher’s self-efficacy was conducted. Survey participants included 98 teachers
from five schools in New Hampshire that have higher numbers of refugee student
enrollment. Results revealed that a majority of teachers feel they are not prepared to meet
the academic needs (70%) and social emotional (79%) needs of refugee students in their
secondary mainstream classrooms. A new finding was discovered that 25% of teachers
did not know that they had refugees in their classrooms and 50% did not have
comfortability to teach them, which may contribute to these feelings of preparedness to
teach refugees. Overall, 93% of teachers do not feel that in-service professional
development has prepared them to teach refugee students. The results also showed that
teacher training in the areas of culturally responsive (71%) and Emotional intelligence
(53%), did not affect the teachers overall self-efficacy to teach in their secondary
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classrooms but did influence their feelings of preparedness to teach refugee students.
Findings from this study may be an important consideration for administrators and
schools as they plan their training and professional development for teachers of refugee
students. It is important to focus on effective strategies to meet the diverse needs of
refugee students, so teachers have the skills they need to feel prepared to teach this
special population
Anticipating Transitioning Tropical Storm Impacts in the Northeast
Full text linkABSTRACT
Anticipating Transitioning Tropical Storm
impacts in the Northeastern United States
by
Trent N. Tougas
Plymouth State University, May, 2022
Extratropical transition is a process which is known to occur as tropical cyclones
move poleward over cooler sea surface temperatures and interact with the midlatitude
westerlies. Once a tropical cyclone begins to interact with the cooler ocean temperatures
and the midlatitude westerlies, they begin to take on extratropical characteristics which
can pose many operational forecasting challenges. The purpose of this research is to
anticipate transitioning tropical storm impacts in the northeastern United States and
improve forecasts up to three days before impact. To fully analyze and understand the
atmospheric features that are important in anticipating tropical cyclones impacts, cyclone
phase space diagrams, synoptic composite and anomaly charts were developed. Each
tropical cyclone in the cyclone phase space archive from the year 2000- present were
evaluated to see if these cyclones were fit for use in this study. To qualify for this study a
tropical cyclone must: recurve in the Atlantic, fully undergo extratropical transition on
the phase space diagram, and the impacts that the cyclone produced after undergoing
extratropical transition occurred in the forecasting region of the NWS Gray, Maine CWA
office. A total of 13 storms met the criteria. Iowa State Mesonet and the National Storm
Prediction Center archives were utilized to create an impact report for each tropical
cyclone that was included in the study. After the storm impacts were recorded, the
tropical cyclones were categorized based on what impacts they produced. The two
categories created were Wind & Rain events, and Rain events. Once the impact
categories were created, synoptic composite and anomaly charts, and cyclone phase space
diagrams were created to try and understand the different atmospheric phenomena at play
in creating the different impacts produced from different tropical cyclones undergoing
extratropical transition in the northeast. The primary features responsible for Wind and
Rain vs Rain only impacts include: 1) system strength, 2) symmetry and warm core
depth, 3) system track, 4) location of the trough at 500mb and 5) jet streak strength and
location at 250mb. In addition to the conclusion made from this research, an atmospheric
ingredients checklist was created for the operational forecasters at the forecast office of
NWS Gray, Maine to help forecasting impacts that cyclones undergoing ET will produce
in the northeastern United States
Co-Occurrence and Habitat Use Overlap of Snowshoe Hares (Lepus americanus) and American Martens (Martes americana) in the Boreal – Temperate Ecotone of the Northeastern U.S.
Full text linkAN ABSTRACT OF THE THESIS OF
Katelyn A. Courtot for the degree of Master of Science in Biology
presented on
Title: Co-Occurrence and Habitat Use Overlap of Snowshoe Hares (Lepus
americanus) and American Martens (Martes americana) in the Boreal – Temperate
Ecotone of the Northeastern U.S.
Abstract approved:
___________
Leonard R. Reitsma, Ph.D.
Managing forests for wildlife with different habitat preferences in addition to
providing economic-based outcomes related to forest products poses a unique set of
challenges for natural resource professionals. Snowshoe hares (Lepus americanus) are
a keystone species influencing community dynamics, and American martens (Martes
americana) are an umbrella species indicating ecosystem health. Hares prefer early successional forest habitat in contrast to martens, which are typically associated with
older forests. To evaluate the shared habitat preferences of both species, we collected
forest structure data between May and November 2020 in 14 forested stands located in
the Nulhegan Basin (NB), Vermont (n = 7) and the White Mountain National Forest
(WMNF), New Hampshire (n = 7). My objective was to test the hypothesis that the
co-occurrence of hares and martens is contingent on habitat availability at several
scales. Specifically, I predicted that patches of early-successional forest within a
matrix of mid- to late-successional forest allowed for habitat overlap of hares and
martens. We measured basal area, canopy closure, diameter at breast height and
counted stems at 45-50 plots within each of the 14 stands. We also measured coarse
woody debris along three randomly selected transects in each stand. We compared
these data with 2 years (2016 and 2017) of live-trapping data to determine what forest
structure variables were associated with the habitat use overlap of hares and martens.
The NB has a robust population of hares with few martens and the opposite pattern is
observed in the WMNF, except that hares are relatively common, although at lower
abundance in these forests. First, we fit a univariate, two-level categorical model (NB
vs WMNF) to evaluate differences in second-order habitat selection. To evaluate
fourth-order habitat selection, we fit 7 additive occupancy models for each species
using forest structure variables and live-capture data. To further evaluate fourth-order
habitat selection, we used three Principal Component Analysis (PCA) models to assess
habitat use overlap. Results from the additive models suggest that hares selected areas
with high stems counts and against areas with high basal area. Martens selected
against areas with high stem counts, although basal area had only a weak effect.
Visual-exploratory analysis using PCA suggested that deciduous stems accounted for the habitat use overlap between hares and martens at a finer spatial scale. The WMNF
experiences moderate amounts of disturbance that create small patches, typically
resulting from windthrow events. This study suggests that these early-successional
patches of forest within a later-successional landscape allow for the co-occurrence of
both species, with deciduous stems driving the habitat use overlap. Deciduous stems
have three phases that contribute to the habitat use overlap of hares and martens;
seedlings/saplings, mature trees and coarse woody debris. The presence of keystone
and umbrella species within the same community may increase biodiversity, and is
consistent with the Intermediate Disturbance Hypothesis, however, more empirical
support is needed to correctly guide and solidify future management
Students’ Voices: A Qualitative Study on Self-talk and Motivation to Complete Nursing School
Full text linkSTUDENTS’ VOICES: A QUALITATIVE STUDY ON SELF-TALK
AN ABSTRACT FOR THE DISSERTATION OF
Julie M. Fagan for the degree of Doctor of Education in Leadership, Learning and
Community presented on March 24, 2022.
Title: Students’ Voices: A Qualitative Study on Self-talk and Motivation to Complete
Nursing School
Abstract approved:
Suzanne Gaulocher, Dissertation Committee Chair
The purpose of this qualitative study was to examine the self-talk of recently graduated
nursing students and identify themes related to their self-motivated persistence. Twenty six participants from three cohorts who graduated from a small public university in New
England completed narrative responses to an open-ended prompt. Using a grounded
theory approach, hand-coding and software analysis of the narratives yielded eight
themes of participants’ self-talk consistent with constructs of Tinto’s model of student
persistence and research on student retention, motivation, self-efficacy, and self determination. The study addresses a gap in the literature, specifically nursing students’
voices related to motivation and persistence. The findings confirm that nursing students
use self-talk and offer new data on how self-talk motivates them to persist. Knowing
what nursing students tell themselves to overcome adversities they face, and how self talk relates to concepts of motivation, self-efficacy, self-determination, and persistence,
may help faculty effectively support more students toward graduation and practice
An Investigation into the Barriers to Enrollment in New Hampshire Secondary Career and Technical Education
Full text linkBARRIERS TO CAREER AND TECHNICAL EDUCATION
AN ABSTRACT OF THE DISSERTATION OF
Pamela Carr for the degree of Doctor of Education in Education, Learning, Leadership
& Community
Presented on March 9, 2022
Title: An Investigation into the Barriers to Enrollment in New Hampshire Secondary
Career and Technical Education
Abstract approved:
Christie Sweeney, Ed.D. Dissertation Committee Chair
Career and Technical Education (CTE) is Federally funded, public education
that is hands-on and skills-based. The purpose of this study was to identify the barriers
that New Hampshire public high school students face when enrolling in a CTE
program so that school administrators will be able to address those barriers and
potentially increase enrollment. This study was a nonexperimental mixed methods
study with embedded design. Data collection for this study was one anonymous,
Internet survey distributed via email to NH school counselors. The survey consisted of
30 questions; four demographic questions, 24 quantitative questions based on a 7-
point Likert scale, and two qualitative, open-ended questions for a narrative response
from participants. The data analysis consisted of frequency tables and qualitative
coding of the open-ended questions. Through this study, the researcher identified the
following barriers that affect NH student enrollment in CTE: the time-of-day courses
are offered and/or schedule of courses; lack of time in students’ schedules; student and
BARRIERS TO CAREER AND TECHNICAL EDUCATION ii
parent perceptions of CTE; and lack of information or need for improved
information/marketing techniques. In addition, participants indicated three ideas for
increasing enrollment in CTE programs: expand marketing; add new programming;
and better alignment of schedule and/or school calendar. CTE has complex issues like
the barriers identified in this study, however, there are potential solutions that school
leaders can explore to ensure CTE is accessible to all students for many years to come
Sharing Recovery Stories: An Exploration of Intergroup Contact in Public Settings
Full text linkAn abstract of the dissertation of Marguerite Corvini for the degree of Doctor of
Education in Leadership, Learning, and Community
Presented on October 27, 2022
Title: Sharing Recovery Stories: An Exploration of Intergroup Contact in Public
Settings
Abstract Approved:
Name: Suzanne Gaulocher
Dissertation Committee Chair
The purpose of this study was to understand the experience individuals in
recovery from substance use have when sharing their story in a public setting (i.e.,
intergroup contact) and how this affects their personal journey and ongoing recovery. A
theoretical framework was developed based on Kelly’s experience cycle and a multilevel
approach to stigma and public health by Cook et al. (2012). Participants were recruited
through a snowball sampling method beginning with recovery center organizations in
New Hampshire. Through this recruitment approach, 26 individuals participated. Data
collection occurred using a narrative inquiry approach with semi-structured interviews
and were analyzed through an ongoing and iterative process. All data were aggregated
and analyzed using the software program Dedoose. Results from this study show a gap in
the literature, specifically the negative consequences individuals may experience when
sharing their lived experience in a public setting. Negative consequences mainly centered
around the structural, interpersonal, and intrapersonal levels of stigma experience by
individuals. Each of these levels can impact an individual’s ability to tell their authentic
story in a public setting without risking their health, either physically or psychologically,
and evoking a trauma response. Alternatively, findings do confirm the positive
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consequences of sharing lived experiences found in previous research, such as fighting
stigma, self-acceptance, and external validation. Overall results indicate that storytelling
in a public setting is a complex experience for individuals in recovery that can result in
both positive and negative consequences. Findings from this study have the potential to
inform promising practices for both storytellers and organizations as they prepare to share
recovery stories with public audiences